Linguistic determinism: Linguistic determinists believe that differences between languages influences the ways in which people think and behave and even how whole cultures are organized. 

Mentalese: A hypothetical language of thinking, or representing concepts, in images (Pinker 1994). 

Social interactionist theory of language development: Bruner argued that language is deeply cultural and children learn language through their social interactions with others (particularly expert speakers). 

Linguistic and cultural capital: Sociologist Pierre Bourdieu’s concept of cultural capital suggests that individuals accumulate assets (material assets as well as skills and abilities) that can help or impede their social mobility. Educational systems are designed in a manner which values or recognizes the capital of the dominant culture. Many immigrant children and families are not perceived to hold the “right” linguistic and cultural capital in the new context. Since their existing capital from back home is marginalized or invalidated, it creates social inequities. 

Linguistically appropriate practice: Linguistically appropriate practices are those that respect, value, and include children’s home languages as an essential part of the curriculum. Linguistically appropriate practices might include incorporating multiple languages in print form (labels, song lyrics, words) or orally in the form of songs, stories, or interactions. Children would be encouraged to speak their home languages in class. 

Translanguaging: This term applies when bilingual or multilingual speakers use resources from their different languages in order to enhance communication. For example, you might observe two children blending their home language(s) and English as they talk to each other during their play. Source: https://ealjournal.org/2016/07/26/what-is-translanguaging/